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The Western “Residential College” has similar functions and purposes as the Chinese Traditional Academy and China’s booming “Residential Academy” in recent years combines the spirit of both to inject new directions into higher education. However, how the traditional Chinese academy combines Western educational design to foster a complementary educational system and pattern is still worthy of a comprehensive discussion. The Lanyang Campus of Tamkang University, which emphasizes internationalized and exquisite education, adheres to the traditional spirit of an academy and implements the “Three-All\" education--all junior abroad, all-English teaching, and all-staying colleges. This article explores the design and effectiveness of this system and fi nds out that the practice of “Three-All” policy has been quite successful. The scores of the students while studying abroad were gradually improved each year and the students are affirmative for the effectiveness of all-English teaching. Therefore, as long as the suppo

This study investigates how short-term naturalistic immersion shapes the development of evaluative narrative competence in Japanese junior high school students learning English as a foreign language. While prior second language acquisition (SLA) research has established the benefits of input-rich environments, little is known about how implicit learning during brief immersion experiences supports higher-order storytelling skills. To address this gap, we analyzed students’ performance on a standardized problem-solving task and a storytelling task before and after a one-month homestay abroad. Results showed significant post-immersion gains in narrative complexity, with longer stories, greater use of causal and evaluative devices, and increased diversity of expression. Regression analysis revealed that the age of first English exposure strongly predicted outcomes: early starters demonstrated broader and more sophisticated use of evaluative strategies than later starters. These findings suggest that short-term immersion can substantially enhance narrative competence, particularly for learners with early exposure, while highlighting the need for tailored pedagogical interventions to help later starters capitalize on implicit learning opportunities.

As the L2 Motivational Self System (L2MSS) is premised on monolingualism, which ignores the cross-cutting properties of multilingual environments, this study investigates the English Learning Self and its structural characteristics of students in a junior high school in a minority-inhabited area of Guizhou Province, China. These ethnic minority students not only learn their native language (minority languages), but also learn Mandarin Chinese, through which they learn English as their third language, with features of low English proficiency, weak motivation to learn English, and low frequency of English use. Data were collected from 159 Han Chinese students and 274 ethnic minority students in the eighth grade of the junior high school. Structural equation modelling revealed that the Ideal English Self contains three factors: Ideal English Learner, Ideal English Career and Ideal English User, and the most significant Ideal English Self exhibited by the middle school students was Ideal English Learner; while the Ought-to English Self contains three factors: Meeting Other’s Expectation, Self’s Future Expectation and Self’s Present Demand, with Meeting Other’s Expectation marking contributed the most. Through comparative analysis, this study further found that there was no significant difference between local Han Chinese students and ethnic minority students in terms of English Learning Self.

Objective. To determine the impact of country income classification and experience duration on learning outcomes for student pharmacists participating in international advanced pharmacy practice experiences (APPEs). Methods. A mixed-methods, longitudinal study evaluated 81 fourth-year student pharmacists participating in an international APPE through one of three US universities. A pre-post survey was administered to evaluate students’ self-perceived growth across 13 competencies established by the Consortium of Universities for Global Health (CUGH). The survey included four additional open-ended questions. Student pharmacists were also invited to participate in a focus group. Paired and independent t tests and multiple linear regression were conducted. Qualitative survey and focus group data underwent a two-cycle, open-coding process using conventional content analysis. Results. Students who completed their APPE in a low- to middle-income country had greater growth in all CUGH competency statements compared to those who completed their APPE in a high-income country. Completing the APPE in a low- to middle-income country and prior travel for non-vacation purposes were significant predictors of student growth. Students who went to a low- to middle-income country demonstrated increased cultural sensitivity, more patient-centered care, and skill development, while students who went to a high-income country displayed increased knowledge regarding differences in health care system components, pharmacy practice, pharmacy education, and an appreciation for alternative patient care approaches. Conclusion. Learning outcomes differed between students who completed an APPE in a high-income rather than a low- to middle-income country, with both types of locations providing valuable educational opportunities and professional and personal development.

The present study focuses on the link between foreign language anxiety (FLA), self-perceived proficiency, and multilingualism in the under-explored English as a Foreign Language (EFL) context of Saudi Arabia. Ninety-six Arabic undergraduate college-level EFL students (56 males, 40 females) answered the Arabic version of the Foreign Language Classroom Anxiety Scale (FLCAS – Horwitz, Horwitz, & Cope, 1986). The analyses revealed that Saudi multilinguals suffered from low to moderate levels of FLA with female participants experiencing more anxiety than their male counterparts. Multiple regression analyses revealed that gender and self-perceived proficiency explained over a quarter of variance in FLA. Furthermore, the study did not find any role of experience abroad in predicting FLA.

As Leki and Carson (1994) emphasize: \"ability to write well is necessary both to achieve academic success and to demonstrate that achievement\" (p. 83). However, how the information is presented in a piece of writing is also important. Myside bias is mainly concerned with objectivity in argumentative writing. It is generally believed that by including counterarguments, the overall coherence of the writing will improve. With the growing number of Iranian students studying overseas, it is necessary to see whether these students' argumentative essays pay attention to both sides of an argument. 80 Iranian higher intermediate EFL Students were asked to write two argumentative essays. To further probe into participants' perception, an interview was held with 30 participants. Whether the participants' gender and age played a role in the presence of myside bias was also considered. The results revealed that 55% of the participants used myside bias in their English essays, but on 37.5% could be accused of myside bias in their Persian essays. [PUBLICATION ABSTRACT]

While the school experience of doing my homework or attending classes didn't change much during COVID, the level of commitment that I could give to my classes definitely changed because all of my children were at home with me, and I have four children ranging from high school, junior high and all the way down to elementary school. All of them pretty much have asked the first day of class, \"How's everyone doing?\" They've done mental health check-ins. Gerry Bayne: Mark Lannaman is in his junior year at Georgia State University. Eeman Uddin: My name is Eeman Uddin and I am a sophomore at Georgia State University majoring in biology.

With this issue, the Bulletin Editorial Board is launching a new column that will feature interviews conducted with Delta Kappa Gamma members or other educational leaders on a topic related to the theme of the issue.

South Korea is struggling to fill Ph.D slots at distinguished universities such as Seoul National University. Some of the factors responsible for the problem and efforts by South Korean officials to stem this \"brain drain\" are discussed.

In 1982 as a Golden Gift Award recipient, the author went to Ireland to study Irish primary education. The economy in Ireland was weak, unemployment was high, many families lived below the poverty level, and the Republic's population was young and rapidly increasing. How Ireland turned its economy and standard of living around is the story of commitment to education and high expectations.